Choosing A Community Partner

1
Choosing A Community Partner

• Brenda Kowalewski, Weber State University
• Dawn Martindale, LDS Business College

2
Presenters

• Brenda Kowalewski
• Weber State University
• Director of Community-Based and Experiential
  Learning
• Department of Sociology and Anthropology
• Dawn Martindale
• LDS Business College
• Department of General Studies

3
Introduction A Sense of Community

• Ive come to realize that real growth of
  character takes place in the valleys of
  life. -Dave Dravecky
• Through such projects we are able to gain not
  only knowledge and understanding, but also a
  sense of contribution to society and fellowmen.
  We can see how our service can make a difference,
  be it small or great. No one is isolated from
  the world service learning strengthens society.
• -Service Learning Student

4
Workshop Topics

• Finding community partners
• Whats important in a partner?
• How do I find a partner?
• Making first contact
• Organizing a project
• Building partnerships
• Faculty and community partnership
• Student and community partnership
• Sustaining partnerships

5
Pre-flection

• What are some of the key components you are
  looking for in a community partner?
• How have you identified community partners?

6
Questions to Consider when Designing a Service
Learning Course

• What are my course objectives?
• What to I hope to achieve through this
  partnership?
• What course concepts to I desire my students to
  learn through a hands-on experience? How can I
  reinforce this goal in the classroom?
• How can the students and I contribute to our
  local community?
• What type of service learning do you desire?
• Charity, Project, Social-Change (Camarillos
  article)

7
Whats Important in a Community Partner?

• Promotes learning
• Has needs that directly relate to your course
  objectives and students can address.
• Willing collaborator communicator.
• Able to mentor students.
• Provides safe learning environment.

8
Whats Important in a Community Partner?

• Logistically works
• Open during hours that work with students
  schedules.
• Willing to work with students schedules.
• Location accessible to students.
• Can accommodate the number of students in your
  course.

9
Finding Community Partners How?

• Service-learning coordinator acts as matchmaker
• Data base of community organizations
• BYU
• UofU
• SLCC
• Utah/National Campus Compact
• Prior knowledge and interest in the organization
• On site visit
• Community Partner Activities
• Partners in Service Learning Events
• Colleagues
• Students Proposals
• Miscellaneous Resources
• Phonebook

10
S-L Coordinator as Matchmaker

• Pros
• Coordinator has knowledge of wide range of
  organizations
• Coordinator can weed out the least relevant
  options
• Coordinator can facilitate first contact between
  faculty and partner
• Faculty have to identify the course objectives
  they hope to address via service-learning.
• If you are new to service-learning, this can be
  very helpful.
• Cons
• You are relying on a matchmaker who may not
  completely understand your course objectives.

11
Data base Approach

• Pros
• Wide range of organizations at your finger tips.
• You do the weeding out with your specific
  course objectives in mind.
• You make first contact with partners.
• A seasoned practitioner might enjoy this level of
  control.
• Cons
• Can be overwhelming, especially for a novice to
  service-learning.
• Weeding out process rests with you which can be
  time consuming.

12
Faculty Interest Drives Partnership

• Pros
• Creating a partnership based on interest and
  passion.
• May already have a rapport with staff at the
  organization.
• Dont need an introduction.
• Established lines of communication.
• Can focus on building a partnership rather than
  simply finding one.
• Familiarity with needs and structure of
  organization.
• Better sense of what your students experiences
  will be.
• Better sense of how your course objectives will
  be met through service-learning at this
  particular organization.
• Cons
• If involved with the organization in another
  capacity prior to service-learning partnership,
  may need to re-negotiate or re-define roles.

13
Students Choose

• Pros
• Students may be more likely to have a genuine
  interest in the project if they self-select.
• Students less resistant to service-learning
  because they can find a service site that fits
  into their schedules.
• Easier on the faculty member in terms of finding
  service-learning placements.
• Cons
• Run the risk of service sites that are not
  consistent with teaching course objectives.
• Faculty are not creating partnerships they are
  creating placements.
• Faculty may have as many community partners as
  they have students in their class.
• Faculty members have a lot less control over
  quality of the learning.
• Have to build in quality control mechanisms (e.g.
  site approval process).
• Run the risk that the focus becomes more about
  service, less about learning.

14
Miscellaneous Resources

• Pros
• Faculty may find new resources not previously
  considered
• Faculty can find partners that meet course topics
  and personal research interest
• There is the opportunity for creativity in
  establishing new relationships.
• Cons
• Some apprehension may exist in calling an
  unfamiliar agency and explaining a new
  collaboration effort
• Information may not be conveyed clearly enough
• An agency may be exhausted by other classes

15
First Contact The Initial Conversation

• If the partner is unfamiliar with the concept
  provide a brief summation of service-learning.
  What is it?
• Examples
• A teaching style where students work in the
  community to learn classroom concepts
• Students gain insight into citizenship
• Highlight why you think your class and their
  organization might be a great partnership.
• What needs do they have that might integrate with
  the courses objectives.
• Ask about their to do list.

16
Organizing a Project It Takes Two

• Questions to Ask (Worksheet)
• Contact Information
• Preferred method of contact
• Hours of project (time and amount)
• Number of students needed
• Mission Statement/Agency Objectives
• Project information- details
• Course objective relevance
• Additional information not previously listed
• Roles to Play Co-teacher coordination
• Faculty is the classroom teacher
• Community Partner is the lab instructor

17
A Follow-up to the Conversation

• Send Course Materials
• Syllabi is the minimum
• Consider other items that might help partners
• Faculty contact information
• SL assignments
• SL readings
• Links to SL sites
• Student Contact Information (voluntary)
• Seek a second contact for clarification
• Welcome materials from community partners
• Organizational Handouts
• Announcement, flyers, etc. on project details

18
Faculty and the Community Partner A dialogue on
education and engagement

• My hope is that the synergy of community
  partners, teachers, and students will create a
  pinnacle experience for all.
• Carolee Stout, former coordinator of Volunteer
  Services at This is the Place Heritage Park

19

• Faculty Aspirations
• Creating a meaningful experience for students
• Finding satisfaction in professionally
  contributing to your own community
• Testing new ways to reach students
• Addressing local concerns and problems

• The service makes the students better learners
  and makes me a better teacher.
• -Albert Camarillo

20
Building Partnerships

• Level the playing field
• Community partners tell us they are intimidated
  by faculty status
• Open lines of communication
• Provide partners with syllabus assignments
• Open dialogue about expectations

21
Building Partnerships

• Keep in Contact
• Follow up phone calls
• Check-In emails throughout the semester
• Organize community partners emails in a group
  list
• Invite partners to class activities
• Oral Presentations
• Reading Discussions
• Introduction of Projects
• Guest Speakers

22
Building Partnerships

• Faculty make site visits
• To observe students in action
• To serve along side of students
• To hold a class or reflection session on site
• Community Partner Orientation
• Community Partner Handbook
• Institution Sponsored Activities

23
Building PartnershipsCommunity Partner Handbook

• Introduction
• Expectations and responsibilities
• Faculty hopes and objectives
• Materials
• Syllabus
• Assignments
• Readings
• Faculty Contact Information
• Websites
• Bibliography

24
Sharing Experiences

• What methods have you employed to build
  partnerships?

25
The Student and Community Partner Relationship
26
Student and Community Partner A Working
Relationship with the Faculty

• Student and Partner Contact
• Encourage partners to provide an orientation
  meeting for students
• Request students go as a group the first time to
  meet a partner and learn more about the project.
• Suggest a tour, if applicable
• Reminder students are service-learning students,
  not volunteers. Theyve come to learn from you.
• When a problem arises, reassure students in
  approaching partners for clarification or help.
• Incorporate partner information as part of a
  refection exercise.
• Example What have you learned about your
  agency/organization thus far and its role in the
  community?
• Student Partner Contract

27
Service-Learning and the Community Partners
Impact on Students

• To be honest, how uninvolved and unpatriotic I
  have been. I have stood on the sidelines for too
  long. Patriotism is more than flag waving and
  fireworks. It is how we respond to public
  issues.
• -Rhonda M.
• In my opinion if every citizen would do any kind
  of service for the society we would have an even
  better society.
• - SL Student

28
Service-Learning and Student Influence on
Community Partners

• I believe the greatest outcome was the exposure
  these students gained from doing something new
  while also learning about the current state of
  food security and issues revolving around food
  security. It was exciting to see them learn.
• -Agnes C., Wasatch Community Gardens

29
Sustaining PartnershipsCommunication
Collaboration

• Get feedback from partners
• throughout the semester (on the partnership,
  student performance, etc.)
• At the end of each semester to assess what needs
  to occur next time
• Review the community partner contact and project
  information form
• Inquire about their current needs and objectives.
• Provide recognition of their contribution to
  teaching your students
• Certificate
• Invite them to a campus sponsored recognition
  event

30
Sustaining PartnershipsCommunication
Collaboration

• Follow through on their requests for assistance
• Letters of support on grants
• Helping them to identify staff members
• Open Dialogue about needs
• Needs of the organization may change over time.
• Your needs may change over time.
• Dialogue to make sure both needs are still being
  met through the partnership.
• Consider a community partner evaluation form
• Plan Ahead
• Discuss changes and continuances for the next
  term
• Review the community partner contact and project
  information form
• Inquire about their current needs and objectives.

31
Expect the Unexpected When Problems Arise and
How to Deal with them.

• Faculty as a Mediator
• Student and Community Partner issues
• Behavior issues
• Change in partners requirements and expectations
• Investigating the Miscommunication
• Faculty and Community Partner differences
• What is the concern?
• Course objectives not clearly explained?
• Mission or expectation of the partner not
  understood?
• Break down in communication between faculty and
  student or community partner and their staff?

32

• Staff Reassignment or New Hire mid-semester.
• Reestablish contact
• Send basic materials again if necessary
• Review project agreements and make new
  arrangements if needed.
• Inform students of any changes
• Be prepared with a back up plan

33
Reflection

• List three things you will do to either find,
  build, or sustain a community partnership.

34
Conclusion

• A good relationship with a community partner
  begins with open communication and continues to
  develop through the same means.
• Course content, logistics of location and time,
  and cooperation drive much of your efforts in
  finding the appropriate community partner.
• There are a number of ways to find partners, all
  have advantages and disadvantages.
• Employ the methods that produce partnerships that
  are best suited to teaching your course
  objectives.
• Partnerships, like any relationship, need to be
  nurtured.
• Much of this is accomplished through contact,
  communication and collaboration.